Education Drivers

Teacher Preparation (Pre-service)

Because research has shown that, of all school factors, teachers have the greatest influence on student achievement it is not surprising the United States invests significant time and money in the preparation of new teachers. The available research highlights the importance of preparation programs recruiting and selecting the highest quality candidates, training prospective teachers in evidence-based practices, and employing pedagogical practices including extensive time in actual classrooms teaching students as necessary to developing exemplary teachers. Research comparing traditional 4-year teacher schools of education, graduate degree credential models, and alternative routes suggest that current approaches to credentialing are falling far short of expectations. Efforts to hold preparation programs accountable to higher standards by making better use of program evaluation and holding institutions accountable by linking graduates to student achievement are hopeful signs and offer viable options for improving existing models and replacing outdated training methods so prevalent in many of todays pre-service programs.

Publications

TITLE
SYNOPSIS
CITATION
Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing

Science and the Education of Teachers
This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.
Kauffman, J. M. (2012). Science and the Education of Teachers. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 47-64). Oakland, CA: The Wing Institute.
Professional Learning That Makes An Impact
This paper discusses the critical elements of effective teacher coaching.
Knight, J. (2013). Professional Learning That Makes An Impact Retrieved from ../../uploads/docs/Accountability%20and%20Autonomy.pdf.

 

Data Mining

TITLE
SYNOPSIS
CITATION
What is the relationship between hours of instruction and math and reading achievement?

This analysis examines an international comparison of the length of the school year and it's impact on student's math and reading achievement.

States, J. (2011). What is the relationship between hours of instruction and math and reading achievement? Retrieved from what-is-relationship-between919.

How Much Formal Training Do Teachers Get?
The analysis reviews school teacher earned degree data obtained from the National Center for Education Statistics (NCES) Digest of Education Statistics (2008).
Keyworth, R. (2010). How Much Formal Training Do Teachers Get? Retrieved from how-much-formal-training.
Are teacher preparation programs teaching formative assessment?
This probe lookes at research on teacher preparation program's efforts to provide teachers with instruction in formative assessment.
States, J. (2010). Are teacher preparation programs teaching formative assessment? Retrieved from are-teacher-preparation-programs.
How important is it for teachers to receive subject matter training in order to obtain a teaching credential?
This inquiry lookes at two meta-analyses on the importance of subject matter training in teacher pre-service instruction.
States, J. (2010). How important is it for teachers to receive subject matter training in order to obtain a teaching credential? Retrieved from how-important-is-it.
Does a longer school year or longer school day improve student achievement scores?
This reviews looks at the issue, do longer school days and longer school years improve student achievement?
States, J. (2011). Does a longer school year or longer school day improve student achievement scores? Retrieved from does-longer-school-year.
Does Caffeine Affect Classroom Behavior and Student Performance?
This review looks at the impact that caffeine has on student behavior and academic performance.
States, J. (2011). Does Caffeine Affect Classroom Behavior and Student Performance? Retrieved from does-caffeine-affect-classroom.
Does Feedback Improve Performance?
This review is a summary of the effect size of the effectiveness feedback to improve both student and teacher performance.
States, J. (2011). Does Feedback Improve Performance? Retrieved from does-feedback-improve-performance.
Does professional development make a difference in student performance?
This analysis looks at a systematic review of teacher professional development on student achievement.
States, J. (2011). Does professional development make a difference in student performance? Retrieved from does-professional-development-make.

 

Presentations

TITLE
SYNOPSIS
CITATION
Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers

This paper reviews current teacher preparation in the context of its failure to include well-established evidence-based practices and identifies strategies for improvement.

Reschly, D. (2010). Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers [Powerpoint Slides]. Retrieved from 2010-wing-presentation-dan-reschly.

Bridging the Research-Practice Gap: Teacher Preparation and Evidence-based Education
Teachers are primarily responsible for instruction in the classroom. Often their training does not prepare them to implement effective instructional practices and thus contributes to the research to practice gap.
Detrich, R. (2011). Bridging the Research-Practice Gap: Teacher Preparation and Evidence-based Education [Powerpoint Slides]. Retrieved from 2011-unt-presentation-ronnie-detrich.
Teacher Preparation and Education Reform: A Behavioral Systems Perspective
The is abundant knowledge about what constitutes effective teaching. This talk review how well universities are including that knowledge in their teacher preparation programs.
Detrich, R. (2010). Teacher Preparation and Education Reform: A Behavioral Systems Perspective [Powerpoint Slides]. Retrieved from 2010-aba-presentation-ronnie-detrich.
Science and the Education of Teachers
This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.
Kauffman, J. (2010). Science and the Education of Teachers [Powerpoint Slides]. Retrieved from 2010-Wing-Presentation-James-Kauffman.
School Reform and Culture Change: What We Missed
This analysis reviews the ongoing failure of school reform efforts in the context of poor teacher preparation and performance feedback.
Keyworth, R. (2012). School Reform and Culture Change: What We Missed [Powerpoint Slides]. Retrieved from 2012-wing-presentation-randy-keyworth.
Teacher Coaching: The Missing Link in Teacher Professional Development
Research suggests that coaching is one of the most effective strategies in training teachers. This paper identifies the critical practice elements of coaching and their absence in teacher training.
Keyworth, R. (2013). Teacher Coaching: The Missing Link in Teacher Professional Development [Powerpoint Slides]. Retrieved from 2013-calaba-presentation-randy-keyworth.
Teacher Professional Development
This paper reviewed the current research on best practices for teacher training, the current model for teacher training, and the gaps between research and practice.
Keyworth, R. (2013). Teacher Professional Development [Powerpoint Slides]. Retrieved from 2013-wing-presentation-redux-randy-keyworth.
Professional Learning That Makes An Impact
This paper discusses the critical elements of effective teacher coaching.
Knight, J. (2013). Professional Learning That Makes An Impact [Powerpoint Slides]. Retrieved from 2013-wing-presentation-jim-knight.
From "Learning to Learn" to "Training to Teach": Changing the Culture of Teacher Preparation
This paper discusses the results of the National Council on Teacher Quality’s first nation-wide study of 2,420 university teacher preparation programs across 1,130 institutions.
McKee, A. (2014). From "Learning to Learn" to "Training to Teach": Changing the Culture of Teacher Preparation [Powerpoint Slides]. Retrieved from 2014-wing-presentation-arthur-mckee.
What We Know About Teacher Preparation Programs
This paper examines effective teaching, how to impart these skills, and how to best transition teachers into the classroom. Preparation practices are analyzed to determine how well we are succeeding in preparing teachers.
States, J. (2010). What We Know About Teacher Preparation Programs [Powerpoint Slides]. Retrieved from 2010-aba-presentation-jack-states.
TITLE
SYNOPSIS
CITATION
Educating School Teachers
This report provides an examination of the successes and failures of university-based teacher education programs.
Levine, A., (2006). Educating School Teachers. The Education Schools Project
Learning About Learning: What Every New Teacher Needs to Know

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

Learning About Learning: What Every New Teacher Needs to Know Retrieved from http://www.nctq.org/dmsView/Learning_About_Learning_Report.

Our responsibility, Our promise: Transforming Educator Preparation and Entry Into the Profession

This report is a call to action for chiefs and an invitation to our colleagues, especially members of NASBE and NGA who contributed to this report. The recommendations contained in this report focus on the levers for change that are the responsibility of state education agencies (SEAs) and, where applicable, their partner professional standards boards: licensure; program approval; and data collection, analysis, and reporting.

Our responsibility, Our promise: Transforming Educator Preparation and Entry Into the Profession. (2012). Washington, DC: The Council of Chief State School Officers. Retrieved from https://www.ccsso.org/sites/default/files/2017-10/Our%20Responsibility%20Our%20Promise_2012.pdf

Teacher Preparation Program Student Performance Data Models: Six Core Design Principles

This paper addresses only the use of data on the learning gains of graduates’ students to evaluate teacher preparation programs. This paper offer six core principles for strong design based on the models developed in three pioneering states: Louisiana, North Carolina and Tennessee.

Teacher Preparation Program Student Performance Data Models: Six Core Design Principles. (2013). National Council on Teacher Quality. Retrieved from https://www.nctq.org/dmsView/Teacher_Preparation_Program_Student_Performance_Data_Models_NCTQ_Report

The Changing Teacher Preparation Profession: A Report from AACTE's Professional Education Data System (PEDS)

This report presents PEDS findings from the 2011 and 2012 surveys, which reported on the 2009-2010 and 2010-2011 school years. Some of the findings in this report counter common myths about higher education-based preparation programs. Others show that there is still much work to be done. 

The Changing Teacher Preparation Profession: A Report from AACTE's Professional Education Data System (PEDS). (2013). Washington: American Association of College for Teacher Education. 

A Measured Approach to improving Teacher Preparation

This paper offer three strategies that will create the right conditions for states and institutions to reform poor-performing teacher preparation programs, improve preparation as a whole, and help keep more well-prepared teachers in the classroom after they graduate.

Aldeman, C., Carey, K., Dillon, E., Miller, B., & Silva, E. (2011). A measured approach to improving teacher preparation. Education Sector Policy Brief, 5-22.

Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

Aud, S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J., & Tahan, K. (2011). The
Condition of Education 2011 (NCES 2011-033). Retrieved from http://nces.ed.gov/
pubs2011/2011033.pdf
Florida Department of Education. (n.d.). Class Size Reduction Amendment. Retrieved from
http://www.fdoe.org/classsize/
Gardner, D. P., Larsen, Y. W., Baker, W. O., Campbell, A., Crosby, E. A., Foster, C. A., Jr.,
...Wallace, R. (1983). A Nation at risk: The imperative for educational reform. An open letter
to the American people. A report to the nation and the secretary of education. Retrieved
from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED226006
Gorman, S. (2010). An Introduction to NAEP. (NCES 2010-468). Retrieved from http://nces.
ed.gov/nationsreportcard/pdf/parents/2010468.pdf
Grady, S., & Bielick, S. (2010). Trends in the Use of School Choice: 1993 to 2007 (NCES 2010-
004). Retrieved from http://nces.ed.gov/pubs2010/2010004.pdf
Hall, D., & Gutierrez, A. S. (1998). Getting Honest about High School Graduation. [PowerPoint
slides]. Retrieved from http://www.edtrust.org/sites/edtrust.org/fles/publications/fles/
Session14GettingHonestAboutHSGraduation.ppt
Howell, W., Peterson, P. E., & West, M. (2007).What Americans think about their schools: The
2007 Education Next—PEPG Survey. Education Next, 7(4), 12-26. Retrieved from http://
educationnext.org/what-americans-think-about-their-schools/
Luckie, M. S. (2009). California’s class-size-reduction program: Total spending since 1996.
[Interactive Graph]. Retrieved from http://californiawatch.org/k-12/californias-class-sizereduction-program-total-spending-1996
National Center for Education Statistics (NCES). (2010). The Nation’s Report Card: Grade
12 Reading and Mathematics 2009 National and Pilot State Results. (NCES 2011–455).
Retrieved from http://nces.ed.gov/nationsreportcard/pdf/main2009/2011455.pdf
National Center for Education Statistics (NCES). (2011a). Fast Facts. Retrieved from http://
nces.ed.gov/fastfacts/display.asp?id=30
National Center for Education Statistics (NCES). (2011b). The Nation’s Report Card:
Mathematics 2011. (NCES 2012–458). Institute of Education Sciences, U.S. Department
of Education, Washington, DC.
National Center for Education Statistics (NCES). (2011c). The Nation’s Report Card:
Reading 2011. (NCES 2012–457). Institute of Education Sciences, U.S. Department of
Education, Washington, DC.
National Center for Education Statistics (NCES). (2011d). Data Explorer for Long-Term Trend.
[Data fle]. Retrieved from http://nces.ed.gov/nationsreportcard/lttdata/
National Center for Education Statistics (NCES). (2012a). Mathematics: Grade 12 National
Results. Retrieved from http://nationsreportcard.gov/math_2009/gr12_national.asp?subtab_
id=Tab_3&tab_id=tab1#tabsContainer%20information
National Center for Education Statistics (NCES). (2012b). Reading: Grade 12 National Results.
Retrieved from http://nationsreportcard.gov/reading_2009/gr12_national.asp?subtab_
id=Tab_3&tab_id=tab1#tabsContainer information
Nichols, A., & Özek, U. (2010). Public School Choice and Student Achievement in the
District of Columbia. (Working Paper 53). Retrieved from National Center for Analysis of
Longitudinl Data in Education Research - Urban Institute website: http://www.urban.org/
url.cfm?ID=1001499
Organisation for Economic Cooperation and Development (OECD). (2006). PISA 2006
Technical Report. Paris: Author.
Organisation for Economic Cooperation and Development (OECD). (2010a). PISA 2009
Results: Learning to Learn – Student Engagement, Strategies and Practices (Volume III).
http://dx.doi.org/10.1787/9789264083943-en
xxx |
Proceedings of the 5th Annual Summit Introduction
Organisation for Economic Cooperation and Development (OECD). (2010b). PISA 2009
Results: What Makes a School Successful? – Resources, Policies and Practices (Volume
IV). Retrieved from http://dx.doi.org/10.1787/9789264091559-en
Organisation for Economic Cooperation and Development (OECD). (2010c). PISA 2009
Results: What Students Know and Can Do – Student Performance in Reading, Mathematics
and Science (Volume I). Retrieved from http://dx.doi.org/10.1787/9789264091450-en
Snyder, T. D., & Dillow, S. A. (2010). Digest of Education Statistics, 2009. (NCES 2010-013).
Retrieved from http://nces.ed.gov/pubs2010/2010013.pdf
Snyder, T. D., & Dillow, S.A. (2011). Digest of Education Statistics 2010 (NCES 2011-015).
Retrieved from http://nces.ed.gov/pubs2011/2011015.pdf
Stillwell, R. (2010). Public School Graduates and Dropouts From the Common Core of Data:
School Year 2007–08. (NCES 2010-341). National Center for Education Statistics, Institute
of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved from
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010341
Zinth, K. (2010). Class-Size Policies. Retrieved from Education Commission of the States
website: http://www.ecs.org/clearinghouse/85/21/8521.pdf

Assessing Pre-Service Teachers' Training in Empirically-Validated Behavioral Instruction Practices

This study surveys master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles.

Begeny, J. C., & Martens, B. K. (2006). Assessing pre-service teachers' training in empirically-validated behavioral instruction practices. School Psychology Quarterly, 21(3), 262.

The Teacher's Craft: The 10 Essential Skills of Effective Teaching

This book provides evidence-based principles of effective teaching. College students preparing to teach, new teachers struggling to find their way, and experienced teachers eager to hone their skills will benefit from this set of commonsense principles that, when practiced together, will markedly improve student performance.

Chance, P. (2008). The teacher's craft: The 10 essential skills of effective teaching. Waveland PressInc.

Teacher Coaching Overview

The purpose of this overview is to provide information about teacher coaching as it is used in schools, the research that examines this practice as a method of teacher professional development, and its impact on student outcomes.

Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-teacher-coaching.

Evaluating the Effectiveness of Teacher Preparation Programs for Support and Accountability. Research & Policy Brief

This brief explores research that points to the opportunities and the challenges that evaluating teacher preparation programs differently presents.

Coggshall, J. G., Bivona, L., & Reschly, D. J. (2012). Evaluating the Effectiveness of Teacher Preparation Programs for Support and Accountability. Research & Policy Brief. National Comprehensive Center for Teacher Quality. Retrieved from https://eric.ed.gov/?id=ED543773

Educational time factors

The findings presented in this book are based on an analysis of 57 research studies concerned with the relationship between one or more of the educational time factors cited above and the student outcomes of achievement and attitudes. Twenty-nine are primary sources (studies or evaluations) and 28 are secondary source (reviews, syntheses, and meta-analyses).

Cotton, K., & Wikelund, K. (1990). Educational time factors. Portland, OR: Northwest Regional Educational Laboratory.

A Call for Reformation of Teacher Preparation Programs in the United States

The following paper will call for the reform of teacher preparation programs in three distinct areas. Examination of current data, application of educational theorists’ perspectives and comparative analysis of international practices, will prove the need for reform in teacher preparation program recruitment practices, curriculum, and support systems.

Dann, A. I. (2014). A Call for Reformation of Teacher Preparation Programs in the United States. Online Submission.

Moving Teacher Preparation into the Future

This report discuss how to use research findings as a base to support stronger teacher preparation programs. 

Dynarski, M. (2014). Moving Teacher Preparation into the Future. Brookings Institute. Retrieved from https://www.brookings.edu/research/moving-teacher-preparation-into-the-future/

Cracks in the Ivory Tower? The Views of Education Professors Circa 2010

This report describe teacher educators about their perspectives on the pressing questions surrounding teacher education and school reform today. Results show that education professors hold divided views on many issues. 

Farkas, S., & Duffett, A. (2010). Cracks in the Ivory Tower? The Views of Education Professors Circa 2010. Thomas B. Fordham Institute.

Profile of Teachers in the U.S. 2011

This is a survey of 2500 randomly selected K-12 public school teachers. It analyzes their demographics, route to credential, and current position. It also captures their views on the adequacy of teacher preparation, various school reform proposals, and job satisfaction

Feistritzer, C. E., Griffin, S., & Linnajarvi, A. (2011). Profile of Teachers in the US, 2011 (p. 80). National Center for Education Information.

Incoherent by Design: What You Should Know about Differences between Undergraduate and Graduate Training of Elementary Teachers

This brief quantifies the fundamentally chaotic nature of elementary teacher preparation for initial certification, which is by far the most popular choice of individuals who consider teaching. While there is overlap in the topics each undergraduate/graduate program pair covers, what's more striking are the different course requirements--even though both programs are offered by the same education school at the same institution. Ideally, teacher candidates in each program pair should receive preparation that is not only consistent, but also high quality in its design.

Greenberg, J., & Dugan, N. (2015). Incoherent by Design: What You Should Know about Differences between Undergraduate and Graduate Training of Elementary Teachers. National Council on Teacher Quality.

Training Our future Teachers: Classroom Management

This report examines teacher preparation in classroom management. It surveyed over 100 elementary and secondary, graduate and undergraduate programs.

Greenberg, J., Putman, H., and Walsh, K. (2013). Training Our future Teachers: Classroom Management. Date accessed: 5/7/14

Measurable change in student performance: Forgotten standard in teacher preparation?

This paper describe a few promising assessment technologies tat allow us to capture more direct, repeated, and contextually based measures of student learning, and propose an improvement-oriented approach to teaching and learning. 

Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance: Forgotten standard in teacher preparation?. Teacher Education and Special Education20(3), 265-275.

Visible learning

This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.

Hattie, J. (2009). Visible learning. A synthesis of over, 800.

Visible Learning for Teachers: Maximizing Impact on Learning

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Characteristics of Effective Alternative Teacher Certification Programs

This paper is based on an analysis of seven alternative certification programs to determine the characteristics of effective programs. Overall, findings suggest that an effective alternative certification program places candidates in schools with strong leadership, a collegial atmosphere, and adequate materials. 

Humphrey, D. C., Wechsler, M. E., & Hough, H. J. (2008). Characteristics of effective alternative teacher certification programs. Teachers College Record110(1), 1-63.

The New Normal of teacher Education

This article discuss the challenge - and the opportunity -  that faces states, teacher-education professional associations, universities, and non-university teacher educators. 

Levine, A. (2011). The New normal of Teacher Education.  The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/The-New-Normal-of-Teacher/127430

Teaching anti-bias curriculum in teacher education programs: What and how.
In this article, the authors discuss what an anti-bias curriculum is, provide the theoretical framework and rationale for involving teacher candidates in certain activities that promote the anti-bias curriculum, and offer additional anti-bias strategies for teacher candidates and teacher educators to implement in their classrooms.

 

Lin, M., Lake, V. E., & Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly35(2), 187-200.

What Works Clearinghouse Intervention Report: National Board for Professional Teaching Standards Certification.

The What Works Clearinghouse (WWC) identified five studies of NBPTS certification that both fall within the scope of the Teacher Training, Evaluation, and Compensation topic area and meet WWC group design standards. According to the WWC review, the extent of evidence for teachers who obtained NBPTS certification on the academic achievement of elementary and middle school students was medium to large for two student outcome domains—English language arts achievement and mathematics achievement. NBPTS-certified teachers had mixed effects on mathematics achievement and no discernible effects on English language arts achievement for students in grades 3 through 8.

Mathematica Policy Research (2018). What Works Clearinghouse Intervention Report: National Board for Professional Teaching Standards Certification. Washington, DC: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). Retrieved from https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_nbpts_021318.pdf.

Review of Two Alternative Teacher Preparation Proposals

This review addresses two different proposals for reforming teacher training, neither of which is grounded in research. The authors report three weak correlations between the performance of program participants and TNTP’s certification evaluation rubric. The report concludes with three self-evident aphorisms: practice improves teaching, teachers who master teaching skills do better, and inadequate performers should be weeded out. 

Mathis, W. (2014). Review of Two Alternative Teacher Preparation Proposals. National Education Policy Center. Retrieved from http://greatlakescenter.org/docs/Think_Twice/TT_Mathis_TeacherPrep.pdf

The Condition of Education 2019 Newly Released.

This annual publication is one of the best ongoing sources for tracking and analyzing important developments and trends in education over time using the latest available data. In 2019 the spotlights were on: “Early Childhood Care Arrangements”; “Choices and Costs Characteristics of Public School Teachers Who Completed Alternative Route to Certification Programs”; and “Trends in Student Loan Debt for Graduate School Completers.”

McFarland, J., Hussar, B., Zhang, J., Wang, X., Wang, K., Hein, S., Diliberti, M., Forrest Cataldi, E., Bullock Mann, F., and Barmer, A. (2019). e Condition of Education 2019 (NCES 2019-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/ pubsearch/pubsinfo.asp?pubid=2019144. 

Teacher Preparation Programs: Research and Promising Practices

This paper reports evidence-based research and offers suggestions based on studies that include theoretical work, qualitative analysis, statistical analysis, and randomized experience that could provide strong causal evidence of the effects of teacher preparation on student learning.

Meadows, L., Theodore, K. (2012). Teacher Preparation Programs: Research and Promising Practices. Retrieved from http://www.sedl.org/txcc/resources/briefs/number_11/

Fast Start: Training Better Teachers Faster, with Focus, Practice and Feedback

This paper is the story of Fast Start. This paper will explain exactly how they transformed their approach to pre-service training and built Fast Start, and what they’ve learned along the way. They hope that their experience—including our failures—can serve as a road map for other preparation programs that want to find new ways to help new teachers find success.

Menzes, A., & Maier, A. (2014). Fast Start: Training Better Teachers Faster, with Focus, Practice and Feedback. TNTP. Retrieved from https://eric.ed.gov/?id=ED559704

Approaches to Evaluating Teacher Preparation Programs in Seven States.

This report describes how the seven Regional Educational Laboratory (REL) Central states (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) evaluate their teacher preparation programs and the changes they are making to improve their approaches to evaluation.

Meyer, S. J., Brodersen, R. M., & Linick, M. A. (2014). Approaches to Evaluating Teacher Preparation Programs in Seven States. REL 2015-044. Regional Educational Laboratory Central. Retrieved from https://eric.ed.gov/?id=ED550491

Relating communication competence to teaching effectiveness: Implication for teacher education

This paper posits that teacher education should emphasize both content knowledge and communication skills. It follows up the contention by conceptualizing communication, exploring teacher communication competence, and finally suggesting the introduction of Teacher Communication Skills (TCS) course in the curricula of teacher education across levels.

Okoli, A. C. (2017). Relating Communication Competence to Teaching Effectiveness: Implication for Teacher Education. Journal of Education and Practice8(3), 150-154.

NCTQ Databurst: Strengthening Reading Instruction Through Better Preparation of Elementary and Special Education Teachers

This study examines all 50 states' and the District of Columbia's requirements regarding the science of reading for elementary and special education teacher candidates.

Ross, E. (2018). NCTQ Databurst: Strengthening Reading Instruction Through Better Preparation of Elementary and Special Education Teachers. Retrieved from http://mediad.publicbroadcasting.net/p/wnpr/files/201808/NCTQ_Databurst-_Strengthening_Reading_Instruction_764564.pdf

Teacher-student Relationships.

This overview examines the available research on the topic of soft skills (personal competencies) commonly linked to effective teacher-student relationships.

States, J., Detrich, R. & Keyworth, R. (2018). Teacher-student Relationships Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/soft-skills-teacher-student-relationships

Preservice teachers’ perceived barriers to the implementation of a multicultural curriculum.

This study investigated preservice teachers' perceived barriers for implementing multicultural curriculum with preservice teachers as they began their teacher education program.

Van Hook, C. W. (2002). Preservice teachers' perceived barriers to the implementation of a multicultural curriculum. Journal of Instructional Psychology29(4), 254-265.

Within Our Grasp Achieving Higher Admissions Standards in Teacher Prep

Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep is the tenth annual publication in the State Teacher Policy Yearbook report series released by the National Council on Teacher Quality (NCTQ). This report focuses on teacher preparation program compliance with admissions policies required at the state level

Walsh, K., Joseph, N., and Lewis, A. (2016). Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep. National Council on Teacher Quality.

Independent Teacher Education Programs: Apocryphal Claims, Illusory Evidence

This policy brief surveys historical and contemporary trends in teacher preparation, and explores what is known about the quality of five of the most prominent independent teacher education programs in the U.S., including their impact on teacher quality and student learning. The author's analysis demonstrates that claims regarding the success of such programs are not substantiated by peer-reviewed research and program evaluations.

Zeichner, K. (2016). Independent Teacher Education Programs: Apocryphal Claims, Illusory Evi-dence. Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/teacher-education

The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students

This paper analyzes the research base on recruiting, preparing, and retaining good teachers being implemented in U.S. teacher education.

Zeichner, K. M. (2003). The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students. Teachers college record, 105(3), 490-519.

Teachers' Subject Matter Knowledge as a Teacher Qualification: A Synthesis of the Quantitative Literature on Students' Mathematics Achievement
This is a meta-analysis of the research on mathematics subject matter training for teachers.
Ahn, S., & Choi, J. (2004). Teachers' Subject Matter Knowledge as a Teacher Qualification: A Synthesis of the Quantitative Literature on Students' Mathematics Achievement. Online Submission.
Eight Questions on Teacher Preparation: What Does the Research Say?
This paper examines the most effective strategies for educating teachers.
Allen, M. (2003). Eight Questions on Teacher Preparation: What Does the Research Say? A Summary of the Findings.
A comparison of procedural variations in teaching behavior chains: Manual guidance, trainer completion, and no completion of untrained steps
This study compares teaching a sequence of responses through forward chaining.
Bancroft, S. L., Weiss, J. S., Libby, M. E., & Ahearn, W. H. (2011). A comparison of procedural variations in teaching behavior chains: Manual guidance, trainer completion, and no completion of untrained steps. Journal of applied behavior analysis, 44(3), 559-569.
Teacher Preparation and Student Achievement
This paper estimates the effects of features of teachers' preparation on teachers' value-added to student test score performance in math and English Language Arts.
Boyd, Donald, Grossman, Pamela, Lankford, Hamilton, Loeb, Susanna and Wyckoff, James H., Teacher Preparation and Student Achievement (September 2008). NBER Working Paper No. W14314.
Value Added Teacher Preparation Assessment Model: A Bold Step Forward in Preparing, Inducting, and Supporting New Teachers Qualitative Research Study
This quantitative research valued added study assesses the effectiveness of teacher preparation programs in Louisiana to understand why some teacher preparation programs are more effective than other programs.
Burns, J. M., Noell, G. H., & Gansle, K. A. (2009). Value Added Teacher Preparation Assessment Model: A Bold Step Forward in Preparing, Inducting, and Supporting New Teachers Qualitative Research Study.
Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations Current Knowledge, Gaps, and Recommendations A Research Report
This paper examines what is required to develop effective teacher preparation programs.
Center for the Study of Teaching and Policy, Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2001). Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations: a Research Report Prepared for the US Department of Education and the Office for Educational Research and Improvement, February 2001. Center for the Study of Teaching and Policy.
High-stakes, Minimum-Competency Exams
This study examines the relationship between teacher candidate scores on authentic measures and their scores on certification exams required by the state of Texas.
Goodman, G., Arbona, C., & Dominguez De Rameriz, R. (2008). High-stakes, Minimum-Competency Exams. Journal of Teacher Education, 59(1), 24-39.
Teacher Preparation Programs and Teacher Quality Are There Real Differences Across Programs?
This paper offers a sobering view of teacher preparation programs. It uses a statewide longitudinal dataset from Missouri to examine the extent to which teachers who are prepared by different programs differ in effectiveness.
Koedel, C., Parsons, E., Podgursky, M., & Ehlert, M. (2012). Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?. Education Finance and Policy.
School, Teacher, and Leadership Impacts on Student Achievement
This brief is a meta-analyses of quantitative research on teacher, school, and leadership practices.
Miller, K. (2003). School, teacher, and leadership impacts on student achievement. Policy Briefs. Mid-Continent Research for Education and Learning. Leadership for School Improvement, Aurora, Colorado.
Evidence-Based Teaching: A Practical Approach
This book offers a thorough array of practical teaching methods backed by rigorous research to have the greatest effect along with practical techniques to apply these in actual classroom settings.
Petty. G. (2009). Evidence-Based Teaching: A Practical Approach. Nelson Thornes, Cheltenham, United Kingdom.
Pre-teaching Why Is This Strategy Useful?
This brief summarizes the teaching practice, Pre-teaching.
Pre-teaching Why Is This Strategy Useful?. National Council for Teachers of Mathematics.
TITLE
SYNOPSIS
American Association for Colleges for Teacher Education (AACTE)
AACTE represents more than 800 postsecondary institutions with educator preparation programs, providing support, policy leadership, and advocacy.
Bellwether Education Partners
Bellwether Education Partners is a nonprofit dedicated to helping education organizations in the public, private, and nonprofit sectors.
Calder: Longitudinal Data in Education Research
CALDER is a National Research and Development Center that utilizes longitudinal state and district data on student and teachers to examine the effects of real policies and practices on the learning gains of students over time.
Center for Education Policy Analysis (CEPA)
CEPA is a research center focusing education policy issues including Poverty and Inequality; Federal and State Education Policy; Technological Innovations in Education; and Teaching and Leadership Effectiveness.
Center on Great Teachers and Leaders
The Center on Great Teachers and Leaders (GTL Center) is dedicated to supporting state education leaders in their efforts to grow, respect, andretain great teachers and leaders for all students.
Center on Teaching and Learning (CTL)
CTL is research center that conducts and disseminates research that focuses on practical solutions to serious problems in school systems.
Council of Chief State School Officers (CCSSO)
CCSSO is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, provides leadership, advocacy, and technical assistance on major educational issues.
Education and Training in Developmental Disabilities
This is a journal with a focus on teaching skills to individuals with developmental disabilities
Education and Training in Developmental Disabilities
This is a journal with a focus on teaching skills to individuals with developmental disabilities
Education Week
This organization is a source of news, information, and analysis on American education
Education Writers Association (EWA)
EWA is a professional organization of members of the media who cover education at all levels.
EducationNews.org
EducationNews provides the latest daily coverage from U. S. and world media publications, commentaries and reports are featured and include comprehensive views on education issues from all sides of the political spectrum.
Hechinger Report | Common Core
The Hechinger Report is an independent, nonprofit newsroom that covers inequality and innovation in education with in-depth journalism.
Joyce Foundation
The Joyce Foundation invests in and focuses on today's most pressing problems while also informing the public policy decisions critical to creating opportunity and achieving long-term solutions. The work is based on sound research and is focused on where it can add the most value.
K-12 Education: Gates Foundation
K-12 Education works to make sure tools, curriculum, and supports are designed using teacher insights.
Measures of Effective Teaching Project (METS)
The (MET) project was designed to find out how teacher evaluation methods could best be used to improve teaching quality.
National Commission on Teaching & America's Future (NCTAF)
NCTAF is a bipartisan endeavor to engage experienced policymakers and practitioners in researching the entrenched national challenge of recruiting, developing, and retaining teachers.
National Council on Teacher Quality (NCTQ)

The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.

New Teacher Center
The New Teacher Center provides research, policy analyses, training and support for improving new teacher support and induction.
Stanford Center for Opportunity Policy in Education (SCOPE)
The Stanford Center for Opportunity Policy in Education (SCOPE) was founded in 2008 to foster research, policy, and practice to advance high quality, equitable education systems in the United States and internationally.
Back to Top